This project (2018-1-IT02-KA201-048274) has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Policy framework of the Learning Disabilities in Math

The first chapter provides an overview of the state of the art of the regulatory and policy framework with reference to the Learning Disabilities in Math.

Policy Framework of the Learning Disabilities in Math

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2. Constitutional principles and legislation for students with learning disabilities: The Polish Framework

The Polish educational system is governed by Acts of Parliament and Regulations adopted by the Minister of National Education, responsible for school education (as well as the Minister of Science and Higher Education, not under the scope of this overview).

Although the legislation determines that schools are obliged to provide psychological and educational support to every learner who needs it and the description of the framework in which such principles are applied is quite detailed (as well as the concern with assuring the requirements of each student’s individual developmental and educational needs), there is no reference to the needs of students with specific learning disabilities.

The main acts that regulate key aspects of education, for instance, the structure, board and financing of the educational system [10] and all issues identified with the organisation of education and curricula are: The School Education Act of 1991; The Teachers’ Charter of 1982 and the recently enacted Law on School Education of 2016.

Other key Acts are: the Act on Financing Education of 2017 and the Act on the Educational Information System of 2011.

The guideline given by the Minister of National Education on 9/8/2017 [10] on the conditions for sorting out training, organising education, upbringing and caring for children with disabilities (and other issues such as behavioural problems or danger of behavioural issues) contends that the primary rule to be followed is assuring the existence of shared moments to strengthen the inclusion of students with special needs, give them contact with peers and permit them to take an interest in the dynamics of school life.

The Constitution of the Republic of Poland [10] determines that education is compulsory until the age of 18 and determines the fundamental rights and freedoms concerning the right to education:

  • Every individual has the right to education.

  • Education in public schools and higher education institutions is free.

  • Public authorities ensure universal and equal access to education; to this end, they provide financial and organisational support to learners.

  • Learners with disabilities and those with behavioural problems have the right to learn at all types of schools.

Learners have the right to adjustment of the contents, methods and organisation of education to their own abilities, and the possibility to avail of psychological and pedagogical support and special forms of didactic work as needed (Educational Law of 14 December 2016, art. 1) [10].

Learners with SEN have the right to pass external examinations in conditions adjusted to their needs; learners with disabilities also have a right to adjusted forms of examination (Education System Acts of 7 September 1991, art. 44) [10].

Teachers shall take into account the educational needs and psycho-physical abilities of learners with disabilities when they are choosing textbooks, educational materials or teaching materials (Education System Acts of 7 September 1991, art. 127) [10].

The Individual Educational and Therapeutic Programme (IPET) is developed in all types of schools, at all level of education, for every learner who needs special education and work methods, determined according to the decision of a clinical panel. The IPET is drawn up by the team of teachers and specialists who will conduct activities with the student. It is not clear, though, if students with diagnosed specific learning disabilities such as dyslexia, dysgraphia or dyscalculia.

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The SMiLD project (2018-1­IT02­KA201­048274) is funded by the European Commission through the Italian National Agency for the Erasmus+ Programme. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.